ANALYZING STUDENTS' PERCEPTIONS OF TEACHER QUALITIES IN FLSP CLASSROOMS AND THEIR IMPACT ON LEARNING OUTCOMES

In the evolving landscape of higher education, particularly within programs focusing on Foreign Language for Specific Purposes, the expectations students hold regarding their instructors play a pivotal role in shaping their overall learning experiences. While the evaluation of teacher effectiveness frequently focuses on pedagogical methods and academic achievements, the perceptions students have regarding the personal and professional traits of their educators are equally significant. A discrepancy between student expectations and the reality of the classroom environment can negatively impact engagement, motivation, and academic success. Consequently, understanding the specific traits students value is essential for fostering an effective and emotionally supportive learning environment.
This study aims to explore student expectations regarding the qualities of their language teachers and how these expectations influence their learning outcomes. To investigate these phenomena in depth, a qualitative approach was employed. The primary method of data collection involved semi-structured interviews conducted with seven undergraduate students from the Faculty of Teacher Training and Education at the University of Muhammadiyah Malang. The collected data were analyzed using an interactive model comprising data reduction, data display, and conclusion drawing to identify recurring themes.
The results indicate that students prioritize teachers who demonstrate genuine care, active support, and the ability to build strong rapport. Pedagogically, students expect the use of clear, relevant examples and the creation of a safe, non-judgmental atmosphere that encourages participation. The study confirms that when these specific expectations are met, students report increased confidence, higher levels of motivation, and improved academic performance. These findings highlight the importance of instructors balancing pedagogical competence with emotional intelligence to optimize student success.